Direct Instruction: Driving on a freeway.
My first boyfriend taught me to drive in his brand new 1965 red, Mustang. (Wow, he must have been crazy, brave, stupid, or in love!) I was just 15 and dumb enough to take him up on it. It was a blast. We didn’t go out on the freeway at first. Instead I marched around a parking lot. Here’s the gas, the clutch. This is the way you steer. In fact, he didn’t even let me drive forward until I could drive backward. (Driving forward was a piece of cake after that!) Some educators think that students construct their own knowledge and learn best in authentic situations. Well, to some extent, for some types of knowledge, I can agree. But can you imagine me learning how to drive on a freeway! So, I guess I am saying that there is room for different types of instruction. Direct instruction (also called explicit instruction) is most appropriate for skills, such as reading, math, and for skills that are high stakes, such as learning how to drive. I don’t think it works so well for activities that require problem solving (unless you are teaching the process of how to problem solve). Now some people will argue with me. Some think that children learn best by throwing them in the pool and letting them sink or swim, construct their own knowledge. Well, I’ve seen that work for some children. Some children float to the top and grab for the side of the pool. But overall, children are more likely to sink to the bottom, just like a rock. So, think about how you learned some of the basic skills you know today. Did you learn through explicit instruction or were you thrown into the pool and told, “You're own your own, kid?"
Most children don't sink to the bottom of the pool. Except for the over anxious child who has been taught to fear the water, most children will float. Relaxed bodies float in water. It is very difficult to get them to stay down. Try it! Hold your breath and relax underwater. See how long it takes for you to rise to the surface.
ReplyDeleteReading and math aren't high-stakes skills, except for in the context of our schools. Most children figure out the relationship between sounds and letters, objects and numbers. Instruction into the conventions of text and abstract mathematical concepts can be taught when the learner wants to know more.
Hi, Anonymous. I'm not too sure of this. I've heard of several children drowning. I think that's why parents are urged to watch their children and why they put fences around the pools. I wouldn't leave my grandsons unattended. Second, I think above I was saying that direct instruction works really well for two things (a) skills that can be broken apart such as reading and math and (b) skills that are high stakes. I'm sorry that my writing led you to interpret this. That's my problem for not being clear. Third, I'm not sure, now that I think about it that reading and math are NOT high stakes, at least to some extent. The reason I say this is that children who have difficulty with these subjects are at-risk. Their self-esteem suffers and they may not learn what they need to in order to reach their potential. You brought up a good point here. I need to think about what is 'high stakes' again. Thanks.
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